Category: TLRI

“The key message was to ‘go rogue’, to grow and adapt while recognising the history, but not being constrained by it. There was a real sense that we need to make the familiar strange, and the strange familiar”
Angela Feekery.

I love the “go rogue” picture forming in my mind! As Michael Moore said “I really didn’t realize the librarians were, you know, such a dangerous group.
They are subversive. You think they’re just sitting there at the desk, all quiet and everything. They’re like plotting the revolution, man. I wouldn’t mess with them. You know, they’ve had their budgets cut. They’re paid nothing. Books are falling apart. The libraries are just like the ass end of everything, right?”, librarians have always been open to seeing things differently, doing things differently, teaming up differently.

As I reflect on 2018 (more to come on that) and redefine what 2019 might look like, “go rogue” may just become my new catch-phrase!

I was fortunate to attend a communication conference in the US is November, and attended the pre-conference focused on ‘Decolonising the Curriculum’ within the Communication discipline. The session was led by a diverse group of people, most of whom have experienced discrimination in their lives. They recognise the dominant white worldviews perpetuated in curriculum material (the communication of white people) they are teaching their students, many of whom are not white.

Part of the discussion centered on reflecting on our own positionalities within the dominant perspectives, connected not only to race and ethnicity, but the struggle against all components of dominant power (white supremacy and privilege, masculinity and hetero perspectives).

The conversation explored white privilege and white fragility openly in a space where we were all made to feel safe regardless of our identity. The idea of ‘name it, but don’t shame’ it prevailed. The focus was on empowering all…

Like this:

As the secondary librarian on this research team, I am conscious that information literacy features at many library-centric conferences, which illustrates the point Lisa makes in this blog post about preaching to the choir. My focus, since becoming involved with this TLRI, is to extend the conversation into wider education groups, to begin some of the conversations that need to happen, and shine a light on the examples that provide evidence for the success on student outcomes when teachers and librarians work together to make IL skills visible in the classroom.

It’s a month now since I returned from the (very) sunny Northern Hemisphere, and the tan lines have all but faded away. The trip certainly included plenty of fun (and shopping!), but most of all it was an opportunity to present our research findings at two significant conferences on higher education.

Both conferences looked very relevant to the work we’re doing in the Information Literacy Spaces project. The first conference was the European First Year Higher Education Conference, held in beautiful Utrecht. I had high hopes for this conference, as I have a long-held interest in student transition to higher education, both from a research perspective, but also in my role as a Director of Teaching and Learning at Massey University. And, indeed, there were some interesting papers. But the whole focus of the conference seemed to be about testing students at point of entry and ensuring students’ skills/knowledge matched…